Abstract

This paper reports on a library instruction needs assessment conducted with incoming doctoral students (n=34) in two online programs in education. The differences in the prior skills and experiences of the two groups highlighted the importance of both needs assessments and learner analysis as well as course- or program-specific instructional design in information literacy instruction for online students. Based on students’ reported skills, education librarians structured both the content and format of instruction to help students succeed in online activities in the doctoral program.